New research from Dr Babak Dadvand, Senior Lecturer in Pedagogy, Professional Practice and Teacher Education, has examined graduate teacher readiness in hard-to-staff schools.
“Teaching in hard-to-staff schools requires attributes beyond formal curriculum knowledge such as localised knowledge, adaptability, resilience and strong community engagement,” he says.
While Initial Teacher Education (ITE) policies outline a standard set of competencies for teacher readiness, Dr Dadvand says this one-size-fits-all approach is not enough.
“There is a significant mismatch between policy expectations and the skills needed in the classroom. Our study highlights how standardised polices fail to account for the complex, context-specific challenges faced by schools struggling with staffing issues,” he says.
“We also discovered that principals in these schools view teacher readiness as a relational and context dependent practice rather than a fixed set of skills.”
This research makes a strong argument for a shift in ITE policies towards more context-sensitive teacher preparation.
“Pre-service teachers should have sustained, immersive placements in hard-to-staff schools, allowing them to develop the relational and adaptive skills crucial for success in these environments,” says Dr Dadvand.
“Such changes could improve teacher retention, enhance educational equity in disadvantaged communities, and ensure that new teachers are better equipped for the realities of the classroom.”
